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ERIC Number: EJ852142
Record Type: Journal
Publication Date: 2009-Aug
Pages: 7
Abstractor: As Provided
Reference Count: 10
ISBN: N/A
ISSN: ISSN-0268-2141
Constructing the Individual Education Plan: Confusion or Collaboration?
Goepel, Janet
Support for Learning, v24 n3 p126-132 Aug 2009
The Special Education Needs Code of Practice (2001) states that both parents and children should be actively involved in the decisions that surround the child's special educational need. In particular, it acknowledges the "unique knowledge" that children have of their own needs and advocates that they should take part in the setting and evaluating of Individual Education Plan (IEP) targets. This small-scale research project, involving Year 6 students in a mainstream junior school, investigates to what extent there is common agreement between the teacher, parent and child with regard to the nature of the child's need. Additionally, it examines to what extent partnership is expressed through the targets shown on the IEP and in particular whether the voice of the child is heeded. This article concludes by suggesting that while some children may be willing to engage with IEP targets that are teacher-initiated, children whose voice is overlooked are in danger of becoming disengaged from learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A